Synopsis of an individual speech therapy lesson: Setting the sound. Synopsis of an individual lesson on sound production w

MUNICIPAL STATE PRESCHOOL

EDUCATIONAL INSTITUTION

KINDERGARTEN "SKAZKA" OF THE COMBINED TYPE OF THE KUPINSKY DISTRICT

Synopsis of GCD with the use of elements of speech therapy massage "Staging the sound Sh"

Conducted by: speech pathologist

Kotsolapenko Galina Vasilievna

Purpose: To clarify and consolidate the articulation and isolated pronunciation of the sound Ш in syllables.

Correctional and educational tasks:

1. Formation of correct diaphragmatic breathing.

2. Normalization of the muscle tone of the articulatory apparatus and mimic muscles.

3. The development of the articulatory apparatus when performing articulatory gymnastics for staging the sound "Sh".

4. Fixing the correct pronunciation of the sound [Ш] (in isolated pronunciation)

5. Development of phonemic perception (selection of words in the name that have the sound "Sh")

6. Consolidation of the idea of ​​​​winter and its signs, signs.

7. Expansion of vocabulary through the use of words-signs, antonyms.

Correction-developing tasks:

Develop auditory attention.

To develop general and articulatory motor skills, coordination of speech with movement, smoothness and strength of exhalation.

Correctional and educational tasks:

Develop memory, independence, confidence.

To form the ability to listen to a speech therapist.

Build perseverance in class.

Raising a steady interest in the occupation, the desire for vigorous activity, independence in decision-making

Preserve and improve the health of children.

Lesson progress:

1. Organizational moment:

Speech therapist: Today we will play very fun and interesting, learn how to pronounce the sound w correctly, another guest will come to us, but who you will know if you guess the riddle. Listen carefully.

I wasn't raised

Blinded from the snow.

Instead of a nose deftly

Put in carrots.

Who is this?

Child: Snowman.

Speech therapist: Right. Look, a snowman has come to visit us.

And when the snowman comes, at what time of the year?

Child: In winter.

Speech therapist: - That's right, in winter.

We were waiting for the arrival of the beautiful winter. We watched the first snow fall, covering the ground. Looking at snowflakes. And so we waited for snowy, frosty days. Cold wind blows in winter

As the wind blows, so the snow will spin.

Oh, our hands are frozen from the cold wind, let's warm them up, blow on our hands. Take a deep breath through your nose. Round your lips and forcefully exhale the air through your mouth. A warm air stream should be felt. Repeat again, and again. Now rub your palms to keep them warm, and now let's rub your fists. Well done, now our hands are warm.

2. The main part.

Our snowman guest really wants to learn how to pronounce the sound Sh, let's tell him what to do for this. To correctly pronounce the sound Sh, we must do gymnastics for the tongue, lips and cheeks every day. We must learn to breathe correctly, to make the correct smooth exhalation. And so that the tongue becomes obedient, I will give you a tongue massage. And the Snowman will be watching us closely.

Relax the tongue, it becomes wide as a shoulder blade. Stroke the tongue from the tip to the root of the tongue and back. Let's draw a ski track for skiers. Skiers go straight, and in a zigzag, and herringbone. I stroke lightly from the middle of the tongue to the edges so that the tongue becomes wide, soft, obedient. Movement slows down

Eliminates tension...

And it becomes clear:

Relaxation is nice. The tongue is wide. (Massage of the actual muscles of the tongue, movements from the tip to the root of the tongue and back; stroking from the tip of the tongue to the root of the tongue; light stroking of the tongue from side to side.)

Stroke the lateral edges of the tongue from the tip to the root. The edges of the tongue will be pressed against the upper teeth. Good girl, you help me a lot. (Stroke the sides of the tongue from tip to root.)

Quietly knead the tongue, rub the muscles a little more. (Light kneading with rubbing from tip to root on one side and the other.)

We draw circles - lumps on the tongue, slightly press on the tongue.

Circular rubbing movements.

Slightly pull the tongue and shake it a little. slight shaking,

And with a spatula, pat on the tongue so that it becomes completely wide and obedient.

And now let's make a cup with a tongue, I will help you lift the edges of the tongue up, press the edges to the upper teeth and blow on the cup. And put your lips forward, I'll help you. And push your chin forward, quite a bit. Blow on a hot cup, cool the hot tea. Well done, you are doing so well. Wonderful sound is heard. Sip a little more. (Slight vibration using a spatula.)

Put your tongue in your mouth, you're done.

It's good for us to rest...

But it's time to get up!

Cheerful, cheerful we are again

And ready to work!

To correctly pronounce the sound Sh, you need to do gymnastics for the tongue every day. The snowman doesn't know how to do gymnastics, let's teach him. You carefully look at me, and I will look at you. Try to repeat everything after me, slowly, slowly.

(Exercises: Fence, Tube, Window, Spatula, punish a naughty tongue, spatula digs, Delicious jam, Horse, Fungus.

Speech therapist: In winter, a cold wind often blows, but what are they flying in the sky? What falls to the ground?

Child: Funny snowflakes.

Speech therapist: What about snowflakes?

Cold or hot? White or black? Light or heavy? And what are the snowflakes, and what else?

Speech therapist: A winter breeze blew, a snowball flew. Snow, snow, white snow, it covers you all.”

Let's play with snowflakes, you will blow them off your nose. ("snowflakes" - cotton balls). Do you know how to blow properly? We inhale deeply through the nose, do not raise the shoulders. When exhaling, do not puff out the cheeks. Blow snowflakes off your nose. Well done.

Now show me how we make a cup. Now blow on a cup. "cool the hot tea." Well done, what a wonderful sound Sh is obtained.

1. Physical Minute.

Speech therapist: We all love winter very much, it brings a lot of games, let's play with snowflakes.

To the meadow, to the meadow

Quietly the snow is falling.

The snowflakes have fallen

White fluffs.

But suddenly a breeze blew

Our snowball is spinning.

All the fluffs are dancing

White snowflakes.

2. Development of phonemic perception.

Speech therapist: Now let's show the snowman the game "Catch the sound." As soon as you hear the sound Sh, clap your hands and catch it.

Sounds: [c], [w], [l], [w], [p], [b], [f], [w], [m], [n], [w]. Syllables: la, sha, fu, wu, po, ko, by, gee. Words hat, lump, fur coat, bank, shirt, raspberry.

Speech therapist: Let's remind the snowman where your tongue was when you pronounced the sound Sh: up or down? Did you press the edges of the tongue to the upper teeth? Did the lips smile or were they round? Was the breeze warm or cold? You are right, well done.

Summary of the lesson.

Speech therapist: You played so well today, but did you enjoy playing with the snowman? What sound have we learned to pronounce today?

The snowman is very grateful for your help. And he has a sweet present for you.

Goodbye!

- To fix the correct performance of articulation exercises.

- Continue the formation of a long directional air jet.

- Learn to pronounce the sound [w] correctly with mechanical help.

- Continue to learn to distinguish the sound [w] from a number of words.

– Continue to develop the skills of sound-letter analysis and synthesis.

- Exercise in the selection of antonyms.

- Fix the names of marine life.

- Develop attention, memory, fine motor skills.

EQUIPMENT

Toy "Gnome"; typesetting canvas; a set of letters of the split alphabet; picture (or toy) "Snake"; seven pictures for the game "Memorize by symbol"; picture "Underwater world" (images superimposed on each other).

1. Organizational moment.

Speech therapist. A guest is coming to our class today. But who it is, you will find out a little later.

2. Before meeting our guest, you need to warm up well, do gymnastics. Let's do it first exercise "Fence"(repeat 3-4 times), then "Ring"(repeat 3-4 times). Make sure that the teeth are closed and the lips are rounded. And now the tongue will work. Show how he can do exercise "Shovel"(repeat 3-4 times). After that, blow on the tongue. Following exercise "Cup". It should be large, wide, taken out of the mouth (repeat 2-3 times). Now blow on the nose so that it feels the breeze (repeat 3-4 times), hide the tongue behind the upper teeth and hold it in this position (repeat 3-4 times).

3. And now it's time to find out who came to us. I will pronounce the word, and you select the first sound and designate it with a letter. Put all the letters in order on the typesetting canvas. Listen carefully: Pear, Natasha, Edge, Machine. When pronouncing each word, the speech therapist highlights the first sound and the sound [w], showing its correct sound. Make a word out of letters. What did you get? Child. Dwarf. Speech therapist. That's right, a gnome came to class(puts out a toy).

4. The gnome has a snake. She loves to hiss. Let's show you how she does it. For the snake to hiss, she needs to whistle: ssss. At this time, lift your tongue with a spatula and listen to the snake (setting the sound [w] from the sound [s] with mechanical help).

5. Look at the snake, what is it like? Is she short? Child. No, it's long!

Speech therapist. Is she evil? Child. No, kind! Speech therapist. She is sad? Child. No, fun! Speech therapist. Is she prickly? Child. No, smooth!

6. Speech therapist. The snake loves to hide. And now she hissed and hid ( sound setting Sh from the sound C mechanically). Let's eat her. I will pronounce the words, and you listen carefully. As soon as you hear the snake hissing: shhh, shout loudly: “There you are!” Dog, hat, giraffe, apron, car, bathrobe, bag, snowflake, pillow, etc. Let's show again how the snake hisses (setting the sound Sh from the sound C mechanically).

7. And now the gnome goes for a walk. He walks along the path and names the pictures that come across him on the way. It's a castle, but a lot of things? That's right, a lot of castles. The child forms the form of each word, focusing on the speech therapist's question. As you go through the "track" pictures are flipped image down, symbol up.

8. A dwarf came to the seashore, put on an aqualung and dived. The air from the scuba comes out, hisses (setting the sound Sh from the sound C mechanically). Nearby there were different fish.

Look quickly, my friend!

Fish swim around

Swordfish, hammerhead and sawfish, anglerfish and needlefish.

The child makes finger movements.

9. The dwarf sank even deeper (staging the sound Ш from the sound С mechanically). Help him see the jellyfish, the octopus, the starfish, the seahorse. The child finds underwater inhabitants among the superimposed images and names them.

10. The dwarf returned to the shore and went home along the path. Look at the symbols and remember what pictures they represent. The child remembers each picture by looking at the symbols. To check the named picture you need to turn it over.

11. The result of the lesson.

Speech therapist. Today in class, you learned how to hiss correctly and showed the dwarf how well you already do it!

Abstract of an individual speech therapy lesson.

Topic: "Staging the sound Sh."

Goals:- education of the air jet;

Formation of the articulation structure of the sound Ш;

Development of articulatory praxis;

The difference in the names of vegetables, fruits;

Practical formation of nouns in a suffix way;

Development of fine motor skills of fingers;

Development of verbal-logical thinking.

Equipment:"snowflake" attached to a thread 10-12 cm long, sound articulation profile Ш, a set of support patterns, manuals for articulation gymnastics, for the development of fine motor skills of fingers, a table mirror, dummies of vegetables, fruits, pictures-symbols of non-speech sounds.

Lesson progress.

1. Organizational moment.

Valera, good afternoon! You came to me for a speech therapy lesson, where we will learn how to pronounce the sound Sh.

2. Nurturing a strong directional long-lasting smooth air jet.

Come on, show me tricks. (The child is offered a “snowflake” attached to a thread 10-12 cm long.) Hold the “snowflake” in front of your lips.

Smile. Show me your teeth. Open your mouth. Raise your tongue in the shape of a cup to your upper lip. Blow on the tip of your tongue. Look how beautifully the "Snowflake" flew up.

3. Development of articulatory praxis.

In order for the tongue to be strong, to pronounce all sounds correctly, you need to perform articulation gymnastics every day. Valera, let's exercise your tongue. Look at the picture. What is this? That's right, it's a tube. Let's turn your lips into a tube. Smile, close your teeth, stretch your lips forward. Well done! Now look in the mirror while holding the tube while I count to 10.

Look at this picture. Guessed what kind of articulation gymnastics we are going to do now ?! Right! Let's make a tongue cup. Smile, open your mouth, put a wide tongue on your lower lip, lift the edges and tip of your tongue. Good girl! Now let's compete to see who can hold the cup the longest.

Valera, imagine that you ate a very tasty raspberry jam, you left it on your upper lip. Smile, lick the "cup" of the upper lip from top to bottom. Amazing! Every day you get better!

4. Formation of the articulation pattern of sound Sh.

Look, this position is taken by the tongue and lips when pronouncing the sound Sh. (The child is offered a sound articulation profile with a set of reference patterns and a table mirror).

Show where the tip, back, root of the tongue, lower and upper incisors, barrier. Great!

And this is a tire, listen to the air coming out of a punctured tire: shhhhhh. And what other non-speech sounds does the sound of “sh” sound like? Right! The hiss of a snake, the rustle of leaves. Listen again to the sound: sh-sh-sh. What do lips look like when making a sound? Well done! Find a card-symbol "tube".

Now, pay attention to the position of the tongue when pronouncing the sound "sh". Right! Find a card with an arrow up. Good girl!

Now bring the back of your hand to my lips, feel the air coming out of your mouth. That's right, the exhaled air stream is warm.

Let's exercise your tongue. Make a “cup”, remove the “cup” by the upper teeth, round the lips with a “tube”, blow warm air on the tongue. Great! You've got a goose song.

5. Differentiation of the names of vegetables, fruits, practical formation of nouns in a suffix way, development of verbal and logical thinking.

Let's play a garden game. Name the dummies. Where do vegetables and fruits grow? Divide the dummies into two groups: vegetables in the garden, fruits in the garden. Take a dummy and name it. Where does an apple grow? What is this? Where will you put the apple? Etc.

Let's play the big-small game. I point to a dummy of vegetables and fruits, name a large object, and you name a small one.

6. Development of fine motor skills of the fingers.

Take colored pencils, do the dot hatching of vegetables.

7. Outcome, performance evaluation.

What have you learned today? You made me very happy in class!

Individual sessions with a speech therapist are necessary for setting and automating the correct sound pronunciation. This method of work is necessary for children with speech pathologies, physiological disorders of the device of the articulatory apparatus.

Classes are devoted to the formulation and automation of groups of phonemes or individual sounds. The topic of today's lesson is "Sound [C]". In the lesson, we use the methods of setting the sound [C] and [W], developed for corrective work with preschoolers.

Goals

1. Staging and automation of sound [C].
2. Fixing sound in an isolated position, in syllables, in words and sentences.
3. Setting whistling sounds, their differentiation.

Tasks

Educational:

• Statement and consolidation of the phoneme [C] in reflected repetition for the teacher, independently.
• Dictionary enrichment.

Corrective:

• Formation of syllabic analysis skills.
• Fixing the sound [C] in isolation, in syllables, words, sentences.
• Development of thinking, memory, attention.
• Development .
• Development of motor skills of the organs of articulation, fingers.

Educational:

• Maintaining interest in learning, working with a speech therapist.
• Education industriousness.
• Teaching sound control skills.
  Equipment

To conduct a lesson in a fun way, you will need a toy (for example, a bear, an elephant), a mirror, a sound ruler, cards with letters and images of objects, syllabic schemes.

Lesson progress

Organizing time

Good afternoon, Zakhar (child's name). Today we will introduce you to the guest. He came to us to see what you are doing in the lesson, to help you do the exercises and play.

Come on, let's get to know him. The elephant's name is Simon. How about you?

We met, now we will tell the elephant what we will do today.

We will learn how to pronounce the sound [C] correctly, repeat the exercises to warm up the face, fingers, tongue. Consider interesting pictures from fairy tales and come up with your own story. And Semyon will help us and learn too. What sound does the elephant's name begin with? (the child answers), and your name? Well done.

Play "Hear and Clap"

Purpose: to develop phonemic awareness.

• Let's play a game. I will name the words, and you will clap your hands if you hear the sound [S].

Sledge, broom, elephant, owl, cat, bag.

• Well done. The elephant also praises you. He is proud of you, wants to be just as smart and attentive.

Now let's get ready for the workout.

Articulation gymnastics

To set the sound [C], articulatory gymnastics is necessarily used. Performing tasks helps to relax the muscles, feel the position of the organs of the oral cavity, and set them up for work. It is impossible to exclude this stage from speech therapy classes.

Massage:
Repeat after me. Rub your palms, fingers. Stroke yourself on the cheeks, forehead (3-4 times). Pass the handles to the ears, rub the earlobes (3-4 times). Rub over the lips, under the chin (3-4 times).

Articulation exercises:
Performed in front of a mirror or without it, the child repeats the movements of the teacher.

• Smile

Stretch the lips as much as possible on the sides. Hold the smile for a few seconds, then relax the muscles. 2-3 repetitions.

• shoulder blade

We smile, open our mouth, put the tongue on the lower teeth. We clap the tongue on the lips and say: "Bya, pya, pya, bya."

• Jam

We lick our lips as if they were smeared with a sweet treat.

• Needle

Stick out the sharp tongue, pull it out as far as possible, and now hide it back. Repeat.

Well done. Our tongue, lips are ready for occupation.

Breathing exercises

Helps the child to relax, take a break from articulations, tune in to further work. Perform 2-3 breathing exercises with a preschooler.

• Puffing out cheeks

Let's make Semyon laugh. Let's show him how a fish breathes underwater. Get air in your mouth and puff out your cheeks. Try not to release it right away, hold it. Then inflate one cheek, the other.

• Trumpeter

Pull the lips into a tube. Take air into your lungs, blow it out through a thin slit in your mouth, as if you were blowing out a candle.

Finger gymnastics

Now let's stretch our fingers. Let's make a “Lock”, “Fist-ring”.

Sound staging

The main part of the lesson. Sound setting [C] is carried out using a mirror. The child must follow the movements of the articulatory apparatus. Fix the correct positions of the lips, tongue. These exercises, methods can be used as ways of setting whistling sounds in the following lessons.

• To begin with, we will tell the elephant how we pronounce the sound [C]. Show what the tongue, lips, teeth do, how the air passes. Let's remember together.
• Fold your lips in a smile, squeeze your teeth, relax your tongue and put it on the bottom of your mouth. Its tip should rest against the lower teeth. Breathe out into your palm. Do you feel that the air is cold, coming out in a thin stream? Well done. Let's do it again.
• Remember that the consonant C is hard and soft, it is always deaf. Can you name a few words where C is soft. I call the word Sema. Try to think of it.
• And now the words where C is solid. I call the word sleep. It's your turn.
• Let's look at the pictures. They show fruits. Name the ones that start with S.
• The child is offered color images: plum, pineapple, currant, cucumber, tomato, peach, etc.
• Now let's talk for a long time. S-s-s-s-s. Let's sing a song to Semyon, as if we are inflating tires with a pump. S-S-S.

The production of sound C in dysarthria is accompanied by vowel sounds. We pronounce the syllables su, sa, then small words soup, dog. We sing not a separate phoneme, but syllables with vowels.

Setting the C sound is similar to correcting the pronunciation of the Sh phoneme. The tongue takes the same position, the lips are stretched to the sides.

mechanical method

If a preschooler cannot cope with pronunciation on his own, setting the sound C with the help of a teacher and a spatula, toothpick, fingers is used. The mechanical method of extracting the phoneme helps the child to feel. Understand the correct positions of the cheeks, tongue, control the process of exhaling air during articulation.

Sound setting:

1. Place the toothpick on the child's tongue. It is immersed in the oral cavity by 1.5 - 2 cm.
2. The child forms a groove on an elongated tongue, blowing air through it. You can press on the toothpick, lowering the tongue to the lower palate. You will hear whistling sounds as you exhale.
3. Place your tongue, toothpick in different positions, look for the right position for the most clear phonation.

Sound automation

Give sound automation Special attention. This stage of work is important for fixing the norms of sound pronunciation in free speech. We automate sound in syllables, words, sentences, stories.

To automate the sound [C], syllabics will be required. The sound [C] should be hard, soft, be in different positions. After pronunciation, be sure to analyze the pairs, compare them in sound, meaning.

• in syllables

Come on, let's read the cards with you. Repeat after me, look in the mirror for the movements of your lips, tongue. Tighten them up.

Sa-sa-sa - what a beauty.
Si-si-si look don't miss it.
Se-se-se do not go to your place.

The set of syllables may differ from the one given, use open, closed isolated syllables to make sound with, use the same cards, phonemic sets to fix.

• in words

Now let's move on to the words. Pronounce it correctly, don't rush.

Automation of the sound [C] in words at the end, in the middle, at the beginning of a word.

Look at the cards. What is in the pictures?

• in sentences

You can use plot pictures from books, collections of fairy tales. The child is invited to repeat sentences, phrases after the teacher. Then compose your own text based on the proposed vocabulary.

• in texts

Look at the picture. What do you see?

This is Boris and Slava. The boys gathered in the forest. I will tell you and them, and you will repeat.

Slava and Boris gathered in the forest. They want to see the pines and hear the nightingale sing. They took their dog Strelka with them.

The child repeats the story. Correcting audio problems. Fix your attention on the problematic sound.

Now come up with a short story about our guest, Semyon the elephant. I will give you some words to use in the text: elephant, scooter and pump.

The preschooler is given a few minutes to think at will. The text is being compiled. The teacher monitors phonetics, grammar, syntax.

Do you like doing crossword puzzles? I have prepared a crossword puzzle for you with words with the sound [C]. Try to guess it.

Summary of the lesson

Today you and I learned a lot of new things, we learned how to pronounce the sound [C] better. Say it again. Well done!

At home, repeat tongue twisters: “Robin Bobin eats all day, and he is not too lazy to chew. He ate a whole apricot, he began to peel the coconut”, “I took Sanya with him to the sleigh hill”, “Mow, spit, while the dew”.

Say goodbye to Semyon and invite him to the next lesson.

Abstract of an individual speech therapy lesson

Topic: Setting the sound [w]

Program content:

1. Introduce the correct articulation of the sound [w].

2. Exercise in the synchronous work of the speech apparatus when setting [sh]. Develop kinesthetic sensations for a given articulatory pattern and acoustic image of sound [sh]. Form a long directional air jet. Develop fine motor skills, memory, attention, holistic perception.

3. Raise the need to learn how to speak beautifully and correctly.

Organization: individual lesson.

Equipment: specialized computer speech therapy program “Games for Tigers” with equipment, a tape recorder with an audio recording “Leaf fall”, a model of an autumn forest, a model of the upper and lower jaws, a speech profile of the sound [w], articulation exercises, a mirror, a probe, a spatula, cotton wool, alcohol , didactic material.

Lesson progress:

I. Psychological attitude to the correct speech:

What's your mood? Draw it as a sunbeam or a raindrop on our screen.

Now I invite you to take a walk in the autumn forest, where many interesting discoveries await us. Let's go.

II. Articulation and finger gymnastics

(“associated” exercises, united by the plot “Journey of fingers and tongue to the autumn forest”). See Attachment.

Here our journey has come to an end. We are back in Kindergarten. A guest is waiting for us, our old friend Tiger Cub.

III. Announcement of the topic of the lesson:

Today we will teach the Tiger cub to pronounce the sound [w] correctly.

Description of articulation: the tip of the tongue is raised to the front of the palate, but not pressed. The tongue takes the form of a cup and its lateral edges are adjacent to the upper molars. The muscles of the tongue are not too tense. The lips are rounded and pushed forward. The teeth are close together, but not closed. The air is exhaled evenly in the middle of the tongue. The air stream is warm. The voice doesn't work.

IV. Setting the sound [sh].

a) by imitation.

b) From the articulation mode.

c) With mechanical help from the sound with or fricative p.

d) From the syllable sa.

e) From the sound of r.

V. Articulation analysis: tongue position

The nature of the exhaled stream of air. Voice participation.See higher.

VI. Fixing isolated sound [w].

Onomatopoeic games: “The ball burst”, “Autumn leaves rustle underfoot”, “Mouse rustles”.

Physical education minute "Leaf fall" (with audio recording).

VII. Development of phonemic hearing.

a) Recognition of the sound [w] from a number of isolated sounds distant by articulatory and acoustic features: m, k, i, w, l, d, a, w, y, n, w, b, t, x, o, w ( laying autumn leaves on the table).

b) Identification from syllables: ka, du, sha, po, would, mi, shu, us, lo, shi (laying stones on the accounts)

c) Identification from words: fur coat, cat, reed, hat, car, closet, mouse, bump, lily of the valley
(clapping hands).

d) Identification from the phrase: Natasha has a teddy bear. Misha has a birthday. They gave him a toy car. I saw a cat mouse and chased after it (squats).

e) Identification from the text "Mouse" (bending fingers).

The mouse whispers to the mouse:
"You're all rustling, rustling."
The mouse whispers to the mouse:
"I will rustle quieter"

VIII. Fixing [w] in a syllable.

Talking hands game. (Right hand [w] - left hand [a] turned out [sha], etc.)

IX. Fixing [w] in a word.

Game "Machine" (computer speech therapy program "Games for Tigers")

X. Fixing [w] in a sentence.

The game "The Fourth Extra" (computer speech therapy program "Games for Tigers")

XI. Homework:

draw objects in the name of which there is a sound [w].

XII. Outcome:

what sound was worked out, its analysis.

Let's remind the Tiger cub so that you don't forget.

XIII. Evaluation of the child's activity in a psychotherapeutic class:

select the mood on the screen.

Lesson finished!

Application

Journey of fingers and tongue in the autumn forest

	Movement or static posturehands	Movement or static posture of the tongue
Once the fingers went into the forest: top - top, top - top, top - top - top, top - top - top		Up-down, up-down, up-down
We approached the edge - even - even, smooth - smooth	The palms are closely pressed to each other with ribs, the fingers are horizontal	The tongue is even, lies freely on the lower lip
At the edge of a large tree. Here is its trunk. Here is his crown	Elbows, palms joined, fingers pointing up. The hands are joined again from the elbow to the wrist; palms and fingers - to the sides, while the fingers are bent "cup"	The tongue protrudes and stretches tensely towards the nose.
The crown is made up of branches. leaves that play with the breeze in summer and fall in autumn	The fingers are tensely extended and widely spaced, then the palms are connected by a “cup”, the fingers are widely spaced and move alternately; palms relaxed, both arms hang freely along the body	Tongue in the same position Up and down movement (tongue with rounded edges), then the tongue is relaxed on the lower lip
There is a nest on the tree, and in it is a tit, which either flies out of the nest, or flies into the nest, feeds the chicks	The hands are connected by the edges of the palms - the "cup", the thumbs then go down to the bottom of the "cup", then rise	Tongue - "cup", and then - freely: up and down and alternately to the sides

The text is spoken by the leading adult (children's "tips" are desirable)	Movement or static posehands	Movement or static poselanguage
Under the tree - mushrooms with thick and thin legs	A pinch of one hand shows a thick leg, and the palm of the other shows a hat. The position of the hands changes (“there are a lot of boletus mushrooms”). The index finger of one hand is a leg, and the palm is a hat (fingers and the position of the hands change (“there are a lot of toadstools”)	The tongue gently sticks to the hard palate, then sticks hard (“the mushroom grows”)
The tree is growing. Mushrooms grow, collect them in a basket	Hands up (toward the sun) see the previous exercise, we interlace the fingers: the inner sides of the palms are up	The tongue tensely reaches for the nose; suction alternates, "calyx"; tongue descends to lower lip
We go further through the forest. . .	Imitation of walking with fingers at a given and changing pace: index and middle, thumb and index, etc.	Imitation of walking"
A wild apple tree grows, on it the fruits are apples, they are sour	Hands from elbow to wrists together, palms in fists, and thumb up; wave your hand (Eh!)	The tongue is rounded, arched - resting on the upper lip; then you need to wrinkle and stick out your tongue slightly
But at home we will cook jam from them - what time! So let's put them in a basket	Raise your thumb up. Interlace fingers, palms up, arms out to the sides	Smile and lick your upper and lower lips; Tongue - "cup"
Through the forest (“top-top”) we went to the river	Imitation of walking with fingers at a given and changing pace: index and middle, thumb and index, etc.	Smooth movement with a wide tongue back and forth
It's hard to carry baskets, we saw a boat	Connected by the edges of the palm at the bottom (little fingers) and open at the top (smooth movement of the "boat")	Fold the tongue in half - ("boat") and pull it forward
Sailed home	Connect fingers "house"	Suction - the roof of the house is flat

Dokshina A.A.,
teacher speech therapist